Joint Technical Report - Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework
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Comparative Analysis of the
European Qualifications
Framework and the New Zealand
Qualifications Framework:
Joint Technical Repor t
LEGAL NOTICE
This document was prepared by the New Zealand Qualifications Authority (NZQA) and the European Commission.
Neither the European Commission or NZQA nor any person acting on behalf of the Commission or NZQA may be
held responsible for the use that may be made of the information contained in this publication.
More information on the European Union is available on the Internet (http://www.europa.eu).
Luxembourg: Publications Office of the European Union, 2016
ISBN: 978-92-79-63854-1
doi: 10.2767/211812
Catalogue number: KE-07-16-055-EN-N
New Zealand:
ISBN (Print): 978-1-877444-87-6
ISBN (Online): 978-1-877444-88-3
© European Union/New Zealand Qualifications Authority
Reuse for non-commercial use is authorised provided the source is acknowledged. No part of this publication
is to be distributed or have copies made for commercial use without the prior written consent of NZQA
or the European Commission.
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EUROPEAN COMMISSION NEW ZEALAND QUALIFICATIONS AUTHORITY
Directorate-General for Employment, Social Affairs and Inclusion Level 13, 125 The Terrace
Directorate E – Skills Wellington 6011
Unit E.2 – Skills & Qualifications
Contact: Internationalunit@nzqa.govt.nz
Contact: EMPL-E2-UNIT@ec.europa.eu@ec.europa.eu
European Commission
B-1049 Brussels
Table of contents
Executive summary............................................................................................................................. 2
Introduction: context, scope and purpose..................................................................................... 7
Introduction on methodology........................................................................................................ 15
Principles for comparison............................................................................................................... 19
Principle 1: The roles and responsibilities of the New Zealand Qualifications Authority and the
corresponding authorities for the European Qualifications Framework are clear and transparent..............20
Principle 2: Comparability of the New Zealand Qualifications Framework and the European
Qualifications Framework and their levels......................................................................................................................................24
Principle 3: The New Zealand Qualifications Framework and the European Qualifications
Framework are based on learning outcomes................................................................................................................................31
Principle 4: There are transparent processes for the inclusion of qualifications in both
qualifications frameworks..........................................................................................................................................................................33
Principle 5: Both qualifications frameworks are underpinned by quality assurance
and are consistent with international quality assurance principles.....................................................................................39
Principle 6: National or regional policies for the validation of all learning and credit systems,
where these exist, are a key feature of the qualifications frameworks............................................................................51
Lessons learned................................................................................................................................. 54
Glossary.............................................................................................................................................. 58
Annexes............................................................................................................................................... 69
Annex I: Technical comparison of the NZQF and the EQF.................................................................................................70
Annex II: Paper by NZQA to inform discussion on the matching of the New Zealand
Qualifications Framework level 8 to the European Qualifications Framework.........................................................80
1
Executive Summary 2 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical Report
Executive Summary
Introduction in place qualifications frameworks is to facilitate
recognition of qualifications to support mobility
This report sets out an analysis of the technical of learners and workers – both within and
and conceptual characteristics of the European between countries.
Qualifications Framework (EQF) and the
New Zealand Qualifications Framework (NZQF) New Zealand shares a common educational
in their operational contexts, identifying key heritage with many European countries, and
elements of comparability and similarities and there is significant mobility of students and skilled
differences in a mutually beneficial way. workers between New Zealand and Europe.
New Zealand and Europe have a long history of
The analysis is the product of a joint project education engagement through bilateral relations
completed by a Technical Working Group with individual nations and with the European
formed between the New Zealand Qualifications Union. This project comparing the NZQF and EQF
Authority and the EQF Advisory Group in 2014-15. can help to further strengthen existing relationships
The work on this report was completed in 2016. between New Zealand and the European Union.
While this report does not reference the NZQF
with European national qualifications frameworks,
The frameworks it is intended to be useful for people in the European
The EQF was established in 2008 as a regional Union seeking to understand New Zealand
common reference framework with the purpose qualifications, their place in the New Zealand
of improving the transparency, comparability education and qualification system and the
and portability of qualifications in Europe. European quality assurance system that underpins the
national qualifications frameworks are currently NZQF; and vice versa for people in New Zealand
being ‘referenced’ to the EQF. Referencing in the to acquire better understanding of the EQF
EQF is a process that results in the establishment objectives and implementation and of qualifications
of a formal relationship between the levels of a referenced to the EQF through European national
European national qualifications framework and qualifications frameworks.
the levels of the EQF. As a meta-framework,
the EQF does not contain qualifications itself. The primary audience for this report are policy
makers within New Zealand, Europe and beyond
The NZQF was established in July 2010. It replaced who wish to gain further understanding of the
the both the National Qualifications Framework commonality and differences between the
(established in 1992) and the New Zealand Register NZQF and the EQF. Equally, it is intended that
of Quality Assured Qualifications (established in the report be used as a resource to inform policy
2001). The NZQF is a single, unified framework decision-making for future education and training
for all New Zealand’s quality assured qualifications, cooperation and engagement, particularly in
from senior secondary school to doctoral degrees. key policy areas of strategic importance to
New Zealand and the European Union.
This report can serve as a source of information
Project purpose and scope to support transparent and consistent recognition
decisions informed by a strong understanding
International comparability of qualifications is
and appreciation of the learning outcomes
important in New Zealand and Europe as set out
delivered by the frameworks. It will not, however,
in the objectives and policies of both qualifications
result in automatic or guaranteed recognition of
frameworks. One of the objectives for putting
3
Executive Summary
Continued
qualifications. Recognition of qualifications is carried • Principle 6: National or regional policies for
out by relevant competent authorities in Europe the validation of all learning and credit systems,
and New Zealand. where these exist, are a key feature of the
qualifications frameworks.
Project approach The comparative analysis process included
structural and technical analysis and comparison
A joint Technical Working Group was established of key concepts, detailed analysis of level
between the NZQA and the EQF Advisory Group descriptors of both frameworks, and contextual
in 2014 to carry out exploratory technical work and social matching. The structural and technical
comparing the NZQF to the EQF. This technical comparison provided an initial view, but for some
work included a series of detailed information framework levels, further research was required
sharing meetings via video conference, and a study to make a more comprehensive comparison.
visit to New Zealand by EQF Technical Working A contextual and social effects matching process
Group members in February 2015. NZQA also which examined the place of qualifications of
gave two presentations to EQF Advisory Group certain levels within their national contexts was
in Brussels: the first in June 2014 on the NZQF, used to deepen the comparison.
and the second in December 2015 on the
comparative analysis report. To generate trust, analysis of the NZQF and the
EQF required an equivalent level of transparency
The Technical Working Group agreed to between the members of the Technical Working
structure the content of this report according Group, particularly in relation to key features
to the following principles adapted from the such as the use of learning outcomes and
Criteria and procedures for referencing national quality assurance.
qualifications levels to the EQF. These principles
provided the basis through which the foundations As part of the project process, NZQA and
and key aspects of each framework could be the EQF Advisory Group consulted with their
compared with the other. respective education sectors and relevant bodies.
• Principle 1: The roles and responsibilities of
NZQA and the corresponding authorities Project outcomes
for the EQF are clear and transparent.
• Principle 2: Comparability of the NZQF The Technical Working Group examined the
and the EQF and their levels. characteristics of the EQF as a meta-framework
for European countries and the NZQF as a
• Principle 3: The NZQF and the EQF are national framework. While there are conceptual
based on learning outcomes. and functional differences between the NZQF
• Principle 4: There are transparent processes and the EQF, due to their different purposes and
for the inclusion of qualifications on both functions, the analysis shows that both frameworks
frameworks. can be considered comparable.
• Principle 5: Both qualifications frameworks
The deepened knowledge and understanding
are underpinned by quality assurance and
of the complex quality assurance mechanisms
are consistent with international quality
underpinning both frameworks gained through
assurance principles.
this comparative analysis will provide a sound basis
4 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical Report
for strengthening mutual trust and understanding Key findings
of qualifications frameworks and qualifications,
and more importantly, their applications in the The comparative analysis confirmed that the
real world. This also extends to empowering NZQF and EQF are comparable and established a
decision-makers to recognise qualifications in relationship between levels of the two frameworks.
the context of their frameworks and can further The following diagram provides a summary of the
provide the grounds for improved student and correspondence between the NZQF and EQF
labour mobility between European Union levels and examples of national qualifications
Member States and New Zealand. types (linked to the EQF via NQFs referenced
to the EQF).
NZQF EQF
Third cycle degrees (Doctorate)
Doctoral Degrees 10 8 Higher professional qualifications
EE: occ. qual. ‘chartered engineer’
Second cycle degrees (Master’s)
Master’s Degrees 9 7 Higher professional qualifications
CZ: ‘Chemical engineer product ‘manager’
Bachelor Honours Degrees*
Postgraduate Diplomas 8
and Certificates
First cycle degrees (Bachelor’s)
IE: Ordinary Bachelor’s degree,
Bachelor’s Degrees 7 6 Honours Bachelor Degree
Higher professional qualifications
DE: ‘Master Craftsman (certified)’
Diploma Qualifications 6
SCHE qualifications
5 Higher professional qualifications
Diploma Qualifications 5
Certificate level 4
Trade qualifications 4 Upper secondary general
school-leaving certificates
4
Certificate level 3 Upper secondary VET school
NCEA (secondary school
– leaving certificate)
3 leaving certificates
VET qualifications
Certificate level 2 2 3 Secondary education certificates
Certificate level 1 Lower-secondary education
NCEA 1 2 Basic VET qualifications
Primary education
1 Basic VET qualifications
*reflects the Technical Working Group’s agreement that NZQF level 8 will remain unlevelled to the EQF.
5
Acronyms
CEDEFOP European Centre for the Development of Vocational Training
CUAP Committee on University Academic Programmes
ECTS European Credit Transfer and Accumulation System
ECVET European Credit System for Vocational Education and Training
EER External Evaluation and Review
EHEA European Higher Education Area
ENQA European Association for Quality Assurance in Higher Education
EQAR European Quality Assurance Register
EQAVET European Quality Assurance for Vocational Education and Training
EQF European Qualifications Framework
ESG European Standards and Guidelines for Higher Education
ETF European Training Foundation
EU European Union
HE Higher Education
ITO Industry Training Organisation
ITP Institute of Technology and Polytechnic
IVET Initial Vocational Education and Training
LLL Lifelong Learning
MOE Ministry of Education
NCEA National Certificate of Educational Achievement
NCP National Coordination Point (for EQF implementation at national level,
also known as EQF-NCP)
NQF National Qualifications Framework
NZQA New Zealand Qualifications Authority
NZQF New Zealand Qualifications Framework
PISA Programme for International Student Assessment
PTE Private Training Establishment
QF-EHEA Qualifications Framework in the European Higher Education Area
SCHE Short-cycle Higher Education
TEO Tertiary Education Organisation
TVET Technical and Vocational Education Training
TWG Technical Working Group
UNESCO United Nations Educational, Scientific and Cultural Organisation
VET Vocational Education and Training
VNFIL Validation of Non-formal and Informal Learning
6 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical Report
Introduction: context,
scope and purpose
7
Introduction: context, scope and purpose
This report is a result of a Technical Working objectives for putting in place qualifications
Group (TWG) between the New Zealand frameworks is to facilitate recognition of
Qualifications Authority (NZQA) and the qualifications to support mobility of learners
European Qualifications Framework (EQF) and workers – both within and between
Advisory Group, following a comparative countries. Qualifications frameworks are rapidly
examination of the New Zealand Qualifications emerging around the world, with UNESCO,
Framework (NZQF) and the European the European Centre for the Development of
Qualifications Framework (EQF). Vocational Training (Cedefop), and the European
Training Foundation (ETF) showing that in 2014,
In June 2014, there was agreement by both there were more than 150 countries and territories
the NZQA and the EQF Advisory Group to involved in the development and implementation
examine the characteristics of the EQF as a of qualifications frameworks.1 International
meta-framework for European countries and cooperation in using NQFs via transnational
the NZQF as a national framework. frameworks and for recognition purposes is a
growing trend. The same is true for meta or
The purpose of this joint report is to analyse regional qualifications frameworks to which
and document the technical and conceptual NQFs of that region are referenced.2
characteristics of the respective frameworks in
their operational contexts, and systematically A comparison of the NZQF and the EQF
identify key elements of their comparability, can provide the grounds for improved mobility
similarities and differences, in a mutually between European Union (EU) Member States
beneficial way for both framework communities. and New Zealand. Qualifications frameworks
In effect, the comparison of the NZQF and EQF form part of a country or region’s overall quality
will create a ‘zone of mutual trust’, leading to a assurance framework, and can improve stakeholder
better functional understanding and appreciation confidence and trust in education and qualifications
of NZQF qualifications and respective learning systems. The deepened knowledge and
outcomes in Europe, and a better understanding understanding of the complex quality assurance
of the EQF in New Zealand, and the respective mechanisms underpinning both frameworks gained
European national qualifications frameworks through this comparative analysis will provide
(NQFs) that are referenced to it. By broadening a sound basis for strengthening mutual trust
and deepening the functional knowledge and understanding of qualifications frameworks
and understanding of respective frameworks, and qualifications, and more importantly, their
transparency in the frameworks can be further applications in the real world. This also extends
elevated, which in turn, can enhance opportunities to empowering decision-makers to recognise
for future cooperation between New Zealand qualifications in the context of their frameworks
and Europe. to better support learner and worker mobility.
International comparability of qualifications is Within this context, it is important to stress there
important in New Zealand and Europe, and is are different parameters within each framework
articulated through the objectives and policies that must be considered and understood as the
of both qualifications frameworks. One of the differences explain the limitations of this activity.
1 http://www.cedefop.europa.eu/en/publications-and-resources/publications/2213
2 EQF, ASEAN qualifications reference framework, the Caribbean Qualifications Framework, the Gulf Qualifications Framework, the Pacific
Qualifications Framework, the Southern African Development Community Qualifications Frameworks and the Transnational Qualifications
Framework for the Virtual University of Small States of the Commonwealth
8 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical ReportThe EQF was established in 2008 as a regional education and training systems and through the
common reference framework with the purpose EU treaties, Member States have assigned certain
of improving the transparency, comparability and powers to the EU. The current recommendation
portability of qualifications in Europe. As a meta- of the EU Council and the European Parliament in
framework it does not contain qualifications relation to the EQF does not contain the mandate
itself. European NQFs, which do encompass to engage in international formal arrangements.
qualifications, are referenced to the EQF. However,
referencing a qualification to NQFs and thereby The relative simplicity of the EQF can mask the
to the EQF does not give individuals any rights extensive diversity of the European qualifications
for automatic recognition of their qualification. landscape. The EQF is based on independent
national qualifications systems and foresees no
In 1992, New Zealand developed one of the harmonisation or ‘merger’ of diverse European
first qualifications frameworks in the world – qualifications systems. National diversity is seen
the National Qualifications Framework. In July as a strength and the comparison of the NZQF
2010, the NZQF replaced both the National and the EQF must not overlook this essential
Qualifications Framework and the New Zealand aspect. The role of the EQF as a central ‘hub’
Register of Quality Assured Qualifications.3 or reference point will facilitate direct dialogue
Specifically, the NZQF: between New Zealand and European NQFs and
will also make it easier for education and training
• conveys the skills, knowledge and attributes institutions, employers and recognition bodies in
a graduate has gained through completing EQF countries to develop understanding of the
a qualification frameworks and build links with their New Zealand
counterparts. Analysis of the comparability,
• requires the development of integrated and
similarities and differences between the NZQF
coherent qualifications that meet the needs of
to the EQF also strengthens the overall credibility
individuals, groups, industry and the community
of the EQF as a reference framework.
• enables and supports the provision of
high-quality education pathways There has been growth in qualifications
• enhances confidence in the quality and frameworks and their international linkages on
international comparability of New Zealand a global scale. This joint activity will assist in those
qualifications linkages and support the development of bilateral
cooperation and trust between New Zealand
• contributes to Ma-ori success in education by and the EU. The relative success of the EQF
recognising and advancing ma-tauranga Ma-ori so far is based on the gradual development
• represents value for money, is sustainable of trust between the countries involved in
and robust. the development and implementation of the
framework in the region. To generate trust,
This joint activity is concerned with a comparison analysis of the NZQF and the EQF requires
of the EQF as a meta-framework with the NZQF an equivalent level of transparency and
which is an NQF. This project does not reference documentation, particularly in relation to key
the NZQF with European NQFs. Within the EU, features such as the use of learning outcomes
Member States are fully responsible for their and quality assurance.
3 For further information about the NZQF timeline see: http://www.nzqa.govt.nz/studying-in-new-zealand/understand-nz-quals/nzqf/timeline/
9Introduction: context, scope and purpose
Continued
The NZQF and the Asia-Pacific The EQF and the European
Region Region
New Zealand maintains a close political and Supporting cross-border mobility of learners
economic relationship with Australia. At a and workers and facilitating recognition of
government-to-government level, New Zealand’s qualifications and lifelong learning across Europe
relationship with Australia is the closest and most is a major aim of the EU. This means that
comprehensive of all its bilateral relationships. qualifications need to be understandable across
Both governments have stated the importance different countries and systems in Europe.
of the relationship and their intention to strengthen The EQF is one of the core European instruments
links further, especially through deeper economic for supporting mobility and lifelong learning and
integration. New Zealand recently referenced has been the main catalyst in the development
the NZQF with the Australian Qualifications of NQFs for lifelong learning in Europe. The EQF
Framework (AQF) as one way of strengthening has also been a pioneer for the development
the links between New Zealand and Australia of regional reference frameworks in the world.
and supporting the mobility of students and Qualifications frameworks, as powerful descriptions
skilled workers between the countries.4 of qualifications systems, are also outward looking
and are attractive to people in other countries
New Zealand and Malaysia have also completed as a quick reference to qualifications in countries
qualification recognition projects that aim to with NQFs. They act as bridges for understanding
facilitate mobility between the two countries. qualifications between countries.
These projects, which contributed to the
New Zealand-Malaysia Free Trade Agreement, The EQF has been designed to act as a reference
have demonstrated the comparability of both for different qualifications systems and frameworks
countries’ Bachelor’s, Master’s and Doctoral in Europe. It takes into account the diversity of
Degrees.5 national systems and facilitates the translation and
comparison of qualifications between countries.
New Zealand also engages in a range of bilateral It does not concern itself with the ways in which
and multilateral fora in the Asia-Pacific to support countries structure and prioritise their education
student and labour mobility in the region. and training policies, structures and institutions
New Zealand supports the development of the nor does it directly include qualifications. It is a
Association of South East Asian Nations (ASEAN) meta-framework that is a reference point for
Qualifications Reference Framework (AQRF). The these national systems and national and sectoral
AQRF is a meta or regional qualifications framework qualifications frameworks based on learning
that will enable mobility between ASEAN Member outcomes in which qualifications are classified
States through the development and strengthening to relate to each other. Qualifications are not
of NQFs and systems in the region. directly allocated to EQF levels, as they are only
linked to EQF levels via the referencing of national
qualifications levels to the EQF levels. By acting
as a translation device, the EQF aids in the
4 See: http://www.nzqa.govt.nz/assets/About-us/Our-role/Enhancing-mobility.pdf
5 See: http://www.nzqa.govt.nz/about-us/our-role/our-role-in-international-education/country-specific-recognition-arrangements/malaysia/
10 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical Reportunderstanding of qualifications allocated to national meetings between EQF national coordination points
levels across the different countries and education (NCPs) and ‘Bologna’ framework coordinators.
and qualification systems in Europe.
By June 2016, 29 countries had referenced their New Zealand-European Union
national qualifications levels to the EQF. These
countries were Austria, Belgium (FL, FR), Bulgaria, Bilateral Relations
Croatia, the Czech Republic, Denmark, Estonia,
New Zealand and the EU share historic and
France, former Yugoslav Republic of Macedonia,
cultural links as well as a commitment to build
Germany, Greece, Hungary, Iceland, Ireland, Italy,
a liberal, democratic, rules-based international
Latvia, Liechtenstein, Lithuania, Luxembourg, Malta,
system. To support such a world, New Zealand
Montenegro, the Netherlands, Norway, Poland,
and the EU cooperate closely on a broad and
Portugal, Slovenia, Sweden, Switzerland and the
expanding set of issues, including: security,
United Kingdom. The remaining countries are
international development, climate change,
expected to present their referencing reports
research and innovation among others. In 2014
in 2016-17.
the partners placed the spectrum of their bilateral
relations in a treaty-level framework for the first
The development of NQFs in Europe reflects the
time with the conclusion of negotiations for
Bologna process and the agreement to implement
the Partnership Agreement on Relations and
qualifications frameworks in the European higher
Cooperation (PARC). In March 2014 Prime
education area (QF-EHEA).6 All countries involved
Minister Key and then-Presidents of the European
in EQF implementation are participating in the
Council and European Commission, Herman Van
Bologna process. Twenty five countries had ‘self-
Rompuy and Jose-Manuel Barroso, set in motion
certified’ their higher education (HE) qualifications
a reflection process to determine whether the
to the QF-EHEA by February 2016. Countries
two sides might deepen their already close trade
are increasingly combining referencing to the EQF
and investment relations.
and self-certification to the QF-EHEA;7 Austria,
Bulgaria, Croatia, Estonia, former Yugoslav Republic
New Zealand shares a common educational
of Macedonia, Hungary, Iceland, Latvia, Lithuania,
heritage with many European countries, and
Luxembourg, Malta, Montenegro, Norway,
there is significant mobility of students and skilled
Poland, Portugal and Slovenia have all produced
workers between New Zealand and Europe.
joint reports on both processes, reflecting the
New Zealand and Europe have a long history
priority given to the development and adoption
of education engagement through bilateral
of comprehensive NQFs covering all levels and
relations with individual nations and with the EU.
types of qualifications. It is expected that this
According to UNESCO, in 2013 approximately
approach will be chosen by most countries
393 New Zealand students were studying in
preparing to reference to the EQF in 2016-
Europe at tertiary level and 1900 European
17. This development reflects the increasingly
students were studying in New Zealand at tertiary
close cooperation between the two European
level.8 A shared understanding of New Zealand’s
framework initiatives, also illustrated by regular
6 http://www.ehea.info/article-details.aspx?ArticleId=65
7 Self-certification reports verify the compatibility of the national framework for higher education with the QF-EHEA. Self-certification is done
on basis of the ‘Dublin Descriptors’, which are fully compatible with the descriptors of EQF levels 5-8. – cf. http://www.ehea.info/Uploads/
Documents/QF-EHEA-May2005.pdf
8 Global Flow of Tertiary-Level Students http://www.uis.unesco.org/Education/Pages/international-student-flow-viz.aspx
11Introduction: context, scope and purpose
Continued
and Europe’s qualifications and systems will support fostering mutual trust, and building capacity for
increased mobility of students and skilled workers qualifications recognition. This relies on information
and the mutual recognition of qualifications. and transparency tools, including national and
regional qualifications frameworks. A subsidiary text
New Zealand has been an active member of the adopted in 2012 included a recommendation that
Asia-Europe Meeting (ASEM) since it officially qualifications frameworks should be used to make
joined the summit in October 2010. The ASEM it easier for competent recognition authorities
brings together the European Union, 21 Asian to assess foreign qualifications and encouraged
countries, the ASEAN secretariat and Australia and states to explore how framework levels, learning
New Zealand. At the ASEM meeting of minsters of outcomes, quality and workload can be used to
education in Riga in 2015 the ministers “Reaffirmed facilitate recognition.10
the relevance of achieving more transparency and
improving understanding of the different education A comparative analysis of the NZQF and
systems within and between both regions and EQF could serve as a source of information
making education systems more comparable, which informs recognition decisions made by
facilitating mobility and enhancing collaboration.9 competent recognition authorities in Europe and
Recently, New Zealand was invited to participate New Zealand, but will not result in automatic or
as an ASEAN policy dialogue partner at the guaranteed recognition. A foreign qualification’s
inaugural SHARE Policy Dialogue. SHARE is an EU context in a national or regional qualifications
support project to higher education in the ASEAN framework may be taken into consideration,
region to strengthen regional cooperation, enhance but this is a matter for the competent recognition
quality, competitiveness and internationalisation of authorities in the country to determine.
ASEAN higher education institutions.
New Zealand has been a signatory to the European
Convention on the Equivalence of Diplomas Leading
Lisbon Recognition Convention
to Admission to Universities of 1953 since 1978.
The Council of Europe – UNESCO Convention on Article 1.1 of the convention recognises the
the Recognition of Qualifications concerning Higher equivalence of university entrance qualifications
Education in the European Region of 1997 (Lisbon between signatory countries, where that entrance
Recognition Convention) is a legal instrument is subject to state control.
developed by the Council of Europe and UNESCO
which binds over 50 countries, including European New Zealand is also a member of the European
countries, New Zealand and Australia, to adopt Network of National Information Centres (ENIC)
fair practices in the recognition of higher education and the National Academic Recognition Information
qualifications. New Zealand became a party to Centres Network (NARIC). This report will broaden
the Convention in 2008. the range of agencies and the number of people
who understand and recognise New Zealand
The Lisbon Convention enhances internationalisation and European qualifications.
and mobility by introducing and improving
qualifications recognition policies and processes,
9 5th ASEM Education Ministers’ Meeting (ASEMME5) Riga, 27-28 April 2015, ASEM Education Collaboration for Results: Conclusions by the
Chair. http://asem-education-secretariat.kemdikbud.go.id/asemme5/
10 Recommendation on the use of qualifications frameworks in the recognition of foreign qualifications http://www.coe.int/t/dg4/highereducation/
Recognition/DGIIEDUHE(2012)14%20Rev09%20FINAL%20-%20LRC%20Supplementary%20Text%20on%20the%20Use%20of%20QFs%20
ENGLISH.asp#TopOfPage
12 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical ReportArrangements between New Zealand • NCEA Level 2 is comparable to the United
and individual EU Member States Kingdom GCE (grades A–C)
• NCEA Level 3 is comparable to the United
Some European Member States have already Kingdom GCE Advanced Level (A-Level)
established bilateral understandings or agreements
with New Zealand in the matters of qualifications. • University Entrance with NCEA Level 3 (with
The present study does not invalidate or Merits/Excellences in subjects to be studied at
undermine these agreements. It does not take higher education institutions) is comparable to
these as a constraint on its own independent those with the overall GCEA Level.
consideration of the NZQF. Neither does the
study imply any extension to these agreements Scope
or require other countries to engage in similar
processes. They are documented here in Individuals seek qualifications recognition for
the interests of demonstrating some of the a variety of purposes including admission to
understanding and trust that has already been further study, occupational registration/licensing,
established between European states and employment and migration. Recognition is carried
New Zealand. out by the competent authorities in Europe and
New Zealand.
Ireland
The report can support transparent and
From 2008-2010, New Zealand and Ireland consistent recognition decisions informed by
collaborated on a project to improve the basis a strong understanding and appreciation of the
on which respective qualifications are recognised. learning outcomes delivered by the frameworks.
The joint New Zealand-Irish report relates to Its outcomes do not entitle any holder of a
levels 7, 8, 9 and 10 of both the Irish National European or New Zealand qualification to claim
Framework of Qualifications and the New Zealand (automatic) recognition, but it will supplement
Register of Quality Assured Qualifications.11 the existing body of knowledge acquired over
The project agreed that New Zealand’s level 7 the many years of student and labour mobility
Bachelor’s Degrees, level 8 Bachelor Honours between Europe and New Zealand.
Degrees, level 9 Master’s Degrees and level 10
Doctoral Degrees are broadly compatible with
levels 7-10 of the Irish National Framework Intended audience
of Qualifications.
The report is intended to be useful for people
in the EU seeking to understand New Zealand
The United Kingdom qualifications, their place in the New Zealand
The United Kingdom recognises levels of NCEA education and qualification system and the quality
as equivalent to different levels of the General assurance system that underpins the NZQF; and
Certificate of Education (GCE).12 vice versa for people in New Zealand to acquire
better understanding of the EQF objectives and
implementation and of qualifications referenced
UK NARIC (the United Kingdom National
to the EQF through European NQFs. The primary
Academic Recognition Information Centre)
states that:
11 http://www.nzqa.govt.nz/assets/About-us/Our-role/Qualifications-Compatibility-Project.pdf
12 http://www.nzqa.govt.nz/studying-in-new-zealand/secondary-school-and-ncea/international-recognition-of-ncea/specific-country-requirements/
13Introduction: context, scope and purpose Continued audience for this report are policy makers within New Zealand, Europe and beyond who wish to gain further understanding of the commonality and differences between the NZQF and the EQF. Equally, it is intended that the report be used as a resource to inform policy decision-making for future education and training cooperation and engagement, particularly in key policy areas of strategic importance to New Zealand and the EU. 14 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical Report
Introduction on
methodology
15Introduction on methodology
Technical Working Group • open and in-depth analysis and discussion on
opportunities, challenges, benefits and risks
A joint Technical Working Group (TWG) was • development of a joint set of criteria as the
established in 2014 between NZQA and the technical basis for comparability
EQF Advisory Group. For the NZQF, the TWG
comprised the New Zealand Qualifications • reporting back to the EQF Advisory Group
Authority (NZQA). For the EQF the TWG and the countries’ national bodies at key stages
comprised the EQF Advisory Group members • recommending the final report for
from the Czech Republic, Germany and Ireland, consideration.
and Cedefop and the European Commission.
The TWG agreed to the approach below to
The working language of the TWG is English. It technical work between the NZQA and the
is worth noting that while much technical work EQF Advisory Group at the June 2014 meeting:
around the EQF is conducted in English, the
framework itself is presented in the 22 official • analysis of risks and benefits of cooperation
languages of the EU Member States.13 The individual
NQFs in Europe that have been referenced to • technical work on identifying the relationship
the EQF are in their national languages. All have between the third country qualifications
been translated into English. European tools are framework and the EQF.
available to facilitate translation.14 Comparisons that
rely heavily on detailed lexical analysis, such as this The TWG met in November 2014 by video
one, are further complicated by the multilingual conference to discuss the benefits and risks papers
background of the participants and the linguistic drafted by New Zealand and Europe and to agree
contexts in which the referenced frameworks a proposed outline of the joint technical report.
and qualifications were originally written. It further held a number of video-conferences to
progress the report and share information on
The TWG was formed to carry out exploratory the frameworks.
technical work comparing the NZQF and the EQF.
It exchanged information on key aspects which A study visit of the EQF TWG members took
relate to qualification frameworks by ensuring: place to New Zealand (24-27 February 2015).
Through an interesting programme the visit
• a much clearer understanding of the different provided excellent insights into the functioning
systems supporting qualifications of the NZQF in all its composing parts and in
practice. The EQF delegation met with persons
• an understanding of the key drivers relating in charge of the administration of the NZQF,
to qualifications frameworks and how these with bodies/persons in charge of quality assurance
materialise in New Zealand and Europe and funding, as well as with industry stakeholders.
• analysis of the comparability of the two The EQF delegation met with the New Zealand
frameworks and their levels Minister for Tertiary Education, Skills and
Employment, Hon Steven Joyce, showing
a high level of political interest in the project.
13 http://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX%3A32008H0506(01)
14 http://www.cedefop.europa.eu/en/publications-and-resources/publications/4064
https://ec.europa.eu/esco/home; http://www.cedefop.europa.eu/sl/publications-and-resources/publications/6119
16 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical ReportThe EQF was presented to stakeholders in Consultation process
New Zealand, through a combined presentation
of the EQF (by the Commission services and
Cedefop) and of European NQFs referenced New Zealand
to it (presentation of the Irish Qualifications
New Zealand engaged with the wider sector
Framework).
through the New Zealand Advisory Group
members. Members covered the education sector,
The TWG agreed to the structure and content social and economic partners and government
of the report according to the following principles agencies as set out below:
adapted from the Criteria and procedures for
referencing national qualifications levels to the EQF:
• Universities New Zealand – Te Po-kai Tara
• Principle 1: The roles and responsibilities of • New Zealand Institutes of Technology
NZQA and the corresponding authorities and Polytechnics
for the EQF are clear and transparent. • The Metro Group
• Principle 2: Comparability of the NZQF • Te Tauihu o Nga- Wa-nanga
and the EQF and their levels.
• Independent Tertiary Education New Zealand
• Principle 3: The NZQF and the EQF are
based on learning outcomes. • New Zealand Secondary Principals’ Association
• Principle 4: There are transparent processes • Business New Zealand
for the inclusion of qualifications on both • New Zealand Council of Trade Unions
frameworks.
• Industry Training Federation
• Principle 5: Both qualifications frameworks
are underpinned by quality assurance and • New Zealand Union of Students’ Association
are consistent with international quality • The Ministry of Foreign Affairs and Trade
assurance principles.
• Education New Zealand
• Principle 6: National or regional policies for
• Ministry of Education
the validation of all learning and credit systems,
where these exist, are a key feature of the • Ministry of Business, Innovation
qualifications frameworks. and Employment.
17Introduction on methodology
Continued
NZQA met with the New Zealand Advisory Representatives from these institutions included
Group in May, August and November 2014, Deputy Vice Chancellors Academic, Academic
and February, May, August, and November 2015. Managers, Academic Directors, Deans of Graduate
NZQA also formed a focus sub-group specifically Studies, Academic Policy and Regulations staff
to consider the lower levels of the NZQF and members, and Heads of Departments.
the EQF and this group met on 15 August 2014.
Attendees included representatives from: NZQA also consulted closely with the Universities
New Zealand Committee on University Academic
• schools Programmes (CUAP) to reach agreement on the
best outcomes for NZQF qualifications that are
• the vocational sector
delivered in universities.
• industry
• higher education. Initial engagement concentrated on comparing the
levels of the two frameworks. Engagement with the
Representatives from these groups encouraged sector was very positive. Stakeholders fully support
NZQA to attend peak body forums to discuss the establishing comparability between the NZQF and
project in more detail and to meet with interested the EQF and their levels.
institutions. Initial engagement occurred throughout
September and October 2014 with: EQF
• Private Training Establishments (PTE) peak On the European side the main stakeholder
body forum forum is the EQF Advisory Group, composed by
government representatives as well as European
• Institutes of Technology and Polytechnics (ITP)
level education and labour market stakeholders.
peak body forum
• Industry Training Organisations (ITO) peak
body forum
• all eight New Zealand Universities – Auckland,
Auckland University of Technology, Waikato,
Massey, Victoria, Canterbury, Lincoln and Otago
• WelTec.
18 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical ReportPrinciples for
comparison
19Principles for comparison
Principle 1: The roles and responsibilities of the New Zealand
Qualifications Authority and the corresponding authorities for
the European Qualifications Framework are clear and transparent.
Summary Universities New Zealand has delegated authority
for university programme approval, accreditation,
This principle looks at the key bodies or listing of university qualifications on the NZQF,
entities that are responsible for the NZQF training scheme approval, and ancillary powers
and the EQF governance. under section 253A of the Education Act 1989.
Responsibility for the NZQF and the EQF is NZQA and the New Zealand Qualifications
clearly defined, transparent and accessible. NZQA Framework
is the body responsible for the development
NZQA is the body responsible for the development
and maintenance of the NZQF and the related
and maintenance of the NZQF and the related
Directory of Assessment Standards. The EQF
Directory of Assessment Standards. The NZQF
Advisory Group, chaired by the European
was established in July 2010 as a single unified
Commission, oversees EQF implementation.
framework for all New Zealand qualifications. It
It comprises representatives of all participating
replaced the National Qualifications Framework
countries, the Council of Europe, EU social
and the New Zealand Register of Quality
partners, Cedefop, ETF and other important EU
Assured Qualifications.
stakeholders such as public employment services,
student union, and lifelong learning stakeholders.
With regards to the EQF, NCPs have been The Education Amendment Act 2011 established
established in all participating countries and are the NZQF and the Directory of Assessment
charged with the coordination and promotion of Standards in law, replacing general references
their own NQFs which are referenced to the EQF. to a ‘qualifications framework’.
The effectiveness and quality of the NZQF and
NZQF the related Directory of Assessment Standards are
supported by a multi-layered and integrated quality
A key function of NZQA is to set the overarching assurance system. There are quality checks at each
statutory rules for the quality assurance of level and for each component of the system as
qualifications and the tertiary education well as aspects of the health of the system overall.
organisations that provide them (section 253 NZQA applies rules and quality criteria to ensure
of the Education Act 1989). To implement these a high and consistent standard.
rules, New Zealand has two quality assurance
agencies with responsibilities for separate parts NZQA’s other responsibilities
of the tertiary education sector (section 159AD
of the Education Act 1989): NZQA is designated as New Zealand’s National
Education Information Centre under the Lisbon
• NZQA maintains and quality assures Recognition Convention.
New Zealand’s qualifications system for
the non-university tertiary education sector NZQA is also responsible for maintaining effective
• Universities New Zealand fulfils this function relationships with overseas certifying and validating
for the university sector. bodies. This work allows NZQA to recognise
overseas educational and vocational qualifications
20 Comparative Analysis of the European Qualifications Framework and the New Zealand Qualifications Framework: Joint Technical Reportin New Zealand and have New Zealand educational have full and equal participation in society as
and vocational qualifications recognised by other Ma- ori, including education.
countries (see section 246A(h) of the Education
Act 1989). NZQA has an Office of the Deputy Chief
Executive Ma-ori, which provides cultural advice
NZQA has the responsibility for the regulation and services to NZQA, and has a strategy for
of international education. It administers the Code raising the achievement of Ma-ori learners as
of Practice for the Pastoral Care of International Ma- ori. This strategy is called Te Rautaki Ma-ori
Students. 2012-2017.
NZQA has responsibility for assessment in senior
EQF
secondary schools, and the Education Review
Office evaluates and reports on the education The EQF Recommendation
and care of students in early childhood services,
and primary and secondary schools. The development and implementation of the EQF
is based on the Recommendation of the European
NZQA’s governance structure Parliament and the Council of 23 April 2008 on
the EQF for lifelong learning.15 The objective of this
NZQA has an independent Board of Directors. Recommendation is to create a common reference
The directors are appointed by the relevant framework which should serve as a translation
Minister of the Crown. The directors are drawn device between different qualifications systems
from a wide range of backgrounds. They all bring and their levels, whether for general and HE
diverse and valuable experience to the role. or for vocational education and training (VET).
The EQF recommendation calls on Member
The NZQA Board ensures that NZQA carries States particularly to:
out its legislative functions effectively and efficiently,
fulfilling NZQA’s mandate to create and run a • link their national qualification systems/
robust and world-class qualifications system in frameworks to the EQF (‘EQF referencing’)
New Zealand.
• indicate the EQF level on all newly issued
certificates, diplomas or Europass documents
NZQA honours the Treaty of Waitangi
• designate NCPs to support and guide the
As a Crown entity, NZQA actively upholds the relationship between national qualifications
principles and spirit of the Treaty of Waitangi. systems and the EQF.
The Treaty of Waitangi is the founding document
of New Zealand which establishes the relationship
between the Crown and Ma- ori and recognises
Ma- ori as tangata whenua (indigenous peoples)
of New Zealand. The Treaty protects Ma-ori
knowledge and skills (ma-tauranga Ma-ori) as a
national taonga (treasure) and ensures that Ma-ori
15 Recommendation of the European Parliament and the Council on the European Qualifications Framework for lifelong learning (EQF), 2008/C
111/01
21Principles for comparison
Principle 1 continued
Governance of the EQF at European level The second important network at European level
is the NCPs. The 2008 EQF Recommendation
At the EU level, the EQF Advisory Group, chaired invites countries to set up NCPs to be able to
by the European Commission, oversees the EQF ‘speak with one voice’ on behalf of complex
implementation. It comprises representatives of national qualifications systems. This was considered
all participating countries, Council of Europe necessary to succeed in consistent referencing
(for the coordination with the Bologna process), to the EQF. NCPs have been established in
EU social partners, Cedefop, ETF and other all participating countries. They support the
important EU stakeholders (e.g. public employment referencing to the EQF and in some countries
services, student union, lifelong learning they are also in charge of overall NQF
stakeholders, youth and voluntary sector). coordination and promotion. The institutional
The work is organised in the form of regular basis of the NCPs varies largely between countries
meetings (around five times a year). This is and includes NCPs operating under the remit of
supported by peer learning activities which address ministries of education or labour, NCPs situated
particular technical, methodological and policy within the same organisation such as the ENIC/
issues which inform practice; and build Member NARIC Centre,19 independent organisations,
State capacity and foster mutual trust.16 Cedefop and NCPs operating as joint initiatives of several
supports the work by providing analytical and government bodies.
progress reports for discussion.
The QF-EHEA is under the governance of the
The EQF Advisory Group has adopted 10 Bologna Process. The decision making body is
criteria and procedures to ensure that NQFs the triennial Ministerial Meeting.20 Between these
are referenced to the EQF in a coherent and meetings the Bologna Follow-up Group (BFUG)
transparent way.17 Transparent procedures organises policy development and monitors the
for including qualifications into an NQF, implementation of the framework among the other
underpinning quality assurance arrangements action lines of the Bologna Process. It is supported
and the requirement to demonstrate a clear in this work by the Bologna Secretariat and various
and demonstrable link between the national working groups. The Council of Europe serves
qualifications levels and the EQF are among as the liaison between the BFUG and the EQF
the most important ones. The criteria also help Advisory Group.
structure the referencing reports that countries
present to the EQF Advisory Group.18 The EQF EQF implementation at national level
Advisory Group discusses these reports and in European countries
provides feedback to the presenting countries.
The presentation and discussion of the reports are The EQF has been the main catalyst for the rapid
intended to improve understanding of qualification developments and implementation of learning
systems among countries.
16 Topics recently addressed include international qualifications, levelling qualifications, writing learning outcomes, EQF level 5 qualifications and
master craftsperson qualifications.
17 See Criteria and procedures for referencing national qualifications levels to the EQF, https://ec.europa.eu/ploteus/sites/eac-eqf/files/criteria_
en.pdf
18 Already presented referencing reports are available on https://ec.europa.eu/ploteus/documentation
19 Networks of academic recognition centres (the European network of information centres (ENIC) and the National academic recognition
information centres (NARIC), http://www.enic-naric.net
20 For example the Yerevan meeting in 2015 formally included the short cycle in the QF-EHEA, using the Dublin Descriptor previously referred to
in the EQF.
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